United States's role in outsourcing Essay Example | Topics and Well Written Essays - 750 words

Joined States's job in redistributing - Essay Example Redistributing presents both immediate and roundabout points of interest and detriments. A few negative conditions in the nation cause American organizations to redistribute remote representatives and abroad areas. This paper investigates United States job in re-appropriating and its effect. The current U.S. corporate assessment code urges organizations to move their activities to remote areas. It brings about the offshoring of employments that could as of now be situated in the United States. The administration censures the redistributing of occupations out of the nation by U.S. global partnerships since it neglects to tackle gives the business emergency in the nation. Likewise, re-appropriating debilitates the U.S. seriousness in the universal economy. The administration attempts to draw in worldwide organizations in the nation through expense motivating forces and detailing of arrangements that give a good workplace. An expansion in charges for worldwide business triggers a mass migration of business, ventures, and work openings (Wolverson 1). Multinationals frequently move to low-burden nations in which they can boost their benefits. Regularly alluded to as ‘tax havens’, such nations offer little corporate expense rates to convince global organizations to move pay abroad. Creation and work costs are a reason for re-appropriating. Different nations offer less expensive wellsprings of work when contrasted with American laborers who request high wages. China, for instance, has an unmatched huge and solid work base that acknowledges lower pays. While joblessness is wild in the U.S., it is more awful in creating nations, for example, China, Singapore and Malaysia (Wolverson 1). As organizations redistribute to China, Americans stay jobless in light of constrained openings for work at home. The organizations advantage since they diminish their capital and working expenses. Lamentably, the nation loses its efficiency and seriousness in the worldwide economy. Re-appropriating

Matthews Is a Patronymic Surname Meaning Son of Matthew

Matthews Is a Patronymic Surname Meaning Son of Matthew Matthews is a patronymic family name meaning fundamentally child of Matthew. The given name Matthew, from which it is determined, implies endowment of Yahweh or endowment of God, from the Hebrew individual name Matityahu. In Hebrew, the name was otherwise called Mattathaigh which means the endowment of Jehovah. Mathis is the German form of the family name while Matthews with a twofold t is increasingly well known in Wales. Realities About the Surname The name Matthewâ was one of Jesuss missionaries just as theâ author of the primary Gospel in the New Testament.Popular cutting edge big names with the last name Matthews incorporate Dave Matthews (performer), Cerys Matthews (Welsh artist) and Darren Matthews (proficient wrestler).Thousands of pioneers, some of which incorporated the family last name Matthews, relocated to North America so as to get away from political and strict issues from their homeland.The most punctual open record of grounds and asset of the late eleventh century England is known as the Domesday Book (1086), which remembers the main source of the family name Matthews for the type of Mathiu and Matheus.The family name has starting points in English and Greek and has more than 10 interchange family name followings. Interchange Surname Spellings MathewMathewsMatthewMathisMatthisMatthiasMatheu (Old French)Mateo (Spanish)Matteo (Italian)Mateus (Portuguese) Family history Resources Regular Surname Search TipsTips and stunts for investigating your Matthews predecessors online.Matthews Family Genealogy ForumThe free message board is centered around relatives of Matthews progenitors around the world.FamilySearch - Matthews GenealogyFind records, questions, and heredity connected family trees posted for the Matthews surname.Matthews Surname Mailing ListA free mailing list for scientists of the Matthews last name and its varieties incorporates membership subtleties and accessible documents of past messages.Surname Finder - Matthews Genealogy Family ResourcesFind connections to free and business assets for the Matthews surname.Cousin Connect - Matthews Genealogy QueriesRead or post lineage inquiries for the last name Matthews, and pursue free notice when new Matthews inquiries are added.DistantCousin.com - Matthews Genealogy Family HistoryFree databases and parentage joins for the last name Matthews.MyCinnamonToast.com - Matthews Genealogy in All RegionsCentralized q uery items for family trees and other ancestry information on the Matthews family name. References: Surname Meanings and Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David. Scottish Surnames. Collins Celtic (Pocket version), 1998.Fucilla, Joseph. Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick. Word reference of American Family Names. Oxford University Press, 2003.Reaney, P.H. A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

What to Expect During a Hospitalization for BPD

What to Expect During a Hospitalization for BPD BPD Treatment Print Inpatient Treatment for Borderline Personality Disorder By Kristalyn Salters-Pedneault, PhD Kristalyn Salters-Pedneault, PhD, is a clinical psychologist and associate professor of psychology at Eastern Connecticut State University. Learn about our editorial policy Kristalyn Salters-Pedneault, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on August 14, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 17, 2019 Eric Audras / Getty Images More in BPD Treatment Diagnosis Living With BPD Related Conditions In This Article Table of Contents Expand Duration Voluntary vs. Involuntary Hospitalization What the Experience Is Like Payment Options How to Find a Program View All Back To Top Borderline personality disorder (BPD) is a serious condition that sometimes requires intensive inpatient treatment at a psychiatric hospital. The idea of being hospitalized is very frightening for most people, but knowing what to expect can reduce your anxiety. Duration of Inpatient Hospitalization for BPD Most inpatient hospitalizations occur due to concern that the patient may be at risk of harming herself or someone else, and the patient is discharged once that risk has passed. In the past, inpatient treatment for BPD may have lasted months or even years, but now inpatient treatment is generally much shorter, depending on the needs of the individual involved. Some hospitals do offer longer-term, voluntary intensive treatments for BPD, which may last for weeks or months. In general, however, research has shown that very long psychiatric hospitalizations are not helpful for people with borderline personality disorder. Voluntary vs. Involuntary A psychiatric inpatient hospitalization may occur voluntarily or involuntarily.  A voluntary hospitalization occurs when the patient recognizes that he is in need of more help than can be provided through outpatient treatment. For example, he may recognize that he is having a period of very strong symptoms that he cannot handle on his own  and that he needs more than once or twice-a-week therapy to keep himself safe. In this case, the patient and the therapist may decide together that inpatient treatment is best. An involuntary hospitalization occurs when the patient is not willing to be admitted to the hospital, but the treatment providers have deemed this level of care necessary. For example, if someone is expressing intent to commit suicide, but refuses to be hospitalized for safety, her treatment providers are required to pursue involuntary hospitalization (also called “commitment”). What the Experience Is Like What should you expect if you are going for inpatient treatment? This varies depending on the hospital and the treatment program. In most cases, the purpose of inpatient hospitalization is to keep the person with borderline personality disorder safe during a mental health crisis  and to get that person stabilized. As the patient, usually, you will be provided with some individual or group psychotherapy, as well as medication management. Once youre stable, you will be discharged either to a partial psychiatric hospital program or to outpatient treatment. A partial psychiatric hospital program, also known as a day hospital, is a step down from inpatient hospitalization. In these programs, you generally attend the treatment program only during the day but do not stay there overnight. The partial hospital provides a more gradual transition back to the normal daily routine and  is intended to help get the person back on track. There are also longer-term inpatient hospital programs that focus on providing more comprehensive treatment. Rather than just focusing on getting you stabilized, these programs may provide intensive psychotherapy (such as dialectical behavior therapy), and may last for a few weeks or months. These longer-term programs are generally voluntary  and may include group, individual, and family therapy. Payment Options Who will pay for your inpatient treatment? This depends on a lot of factors. If you have insurance, your policy may cover the bill. If not, Medicare, Medicaid, or your state’s department of mental health may pay for your treatment. Some programs are very expensive and are rarely covered by insurance. If, like most people, you are worried about the cost of your treatment, talk to your health insurance company or contact your state’s public health insurance program. How to Find a Program If you think you may need to be admitted to an inpatient treatment program (or you believe a loved one may need this type of program), the best place to start is to ask your or your loved one’s current therapist or psychiatrist about a potential referral. Most inpatient treatment facilities accept patients only through referrals or in cases of emergencies. For voluntary treatment, there may be a waiting list to get into a specialized program, so keep this in mind and start your search early. If you or a loved one is in a mental health crisis (actively suicidal or homicidal, for example), call 911 or go to the nearest emergency room. If the mental health staff at the hospital feel that inpatient treatment is necessary, you (or your loved one) may be transferred to the psychiatric unit of the hospital. If there is no psychiatric unit, you may be transported to a different hospital with a psychiatric program.

Role of Education - 1845 Words

INTRODUCTION IMPORTANCE OF EDUCATION Generally, at the start of a very young age, children learn to develop and use their mental, moral and physical powers, which they acquire through various types of education. Education is commonly referred to as the process of learning and obtaining knowledge at school, in a form of formal education. However, the process of education does not only start when a child first attends school. Education begins at home. One does not only acquire knowledge from a teacher; one can learn and receive knowledge from a parent, family member and even an acquaintance. In almost all societies, attending school and receiving an education is extremely vital and necessary if one wants to achieve success. However,†¦show more content†¦TAPPING INNER FORCES But moral values are not the only constructive elements of social processes, rather, they are expressions of the inner forces that operate in the spiritual reality of every human being, and education must concern itself with these forces, if it is to tap the roots of motivation and produce meaningful and lasting change. THE PURPOSE OF EDUCATION The purpose of education for individuals both male and female --- is to develop the powers and capacities latent within them, so that they may contribute their share to an ever advancing civilization. THE RELEVANCE OF EDUCATION Universal education must be relevant to the true needs of a community and contribute to the unification of mankind. It must enable people both to move in the direction of their own choosing and help them appreciate those universal qualities that distinguish the entire human race. WOMEN EDUCATION Women must be educated not only for the service they render to humanity as the first educators of children, but ultimately, for the special contribution women must make to the creation of a just world order, an order characterized by such compassion, vigour and scope which has never been seen in human history. EDUCATION SHOULD HELP SELF DISCOVERY Education should lead to the discovery and perfection of ones capabilities and instil a commitment to serve the best interests of the community and the world as a whole. MORAL EDUCATION COMMUNITYShow MoreRelatedRole of Education2767 Words   |  12 PagesThe role of Assessment in Education System Education is the most important aspect in people’s lives. In today’s society, education is essential in order to be successful economically and socially. ‘Durkheim believes that education enables children to internalize the social rules that contribute to the functioning of the society’ (Giddens, A., 2006, p.686). He also claimed that education should be under the control of the state, free from special interest groups. Other than this, ‘Karl Marx, theRead MoreThe Role Of Education Policy1083 Words   |  5 Pagespreviously, education policy making plays a vital role in education planning, and in the long run, improve the education application (Haddad, Demsky, 1995). The role of education policy making in the increased changing world provides undeniable reason of why educational leaders need a concrete knowledge of policy making procedures, instead of leaving the role to policy makers only (Rosekrans, 2006; Ben-Peretz, 2009). According to Fowler (2 012), education leaders’ hold the notion that education and politicsRead MoreIs Education A Essential Role?986 Words   |  4 PagesEducation plays a vital role in many steps toward many goals that I want to achieve. In today’s age it’s becoming more important to get a higher education such as a master’s degree that helps people like myself reach their highest potential in life and the success that we all want as a society and culture. The economy has propelled this type of education as a nesousary tool in order for people to get a job this expectably important on the federal levels that deals with Law enforcement. HoweverRead MoreThe Role of Technology in Education730 Words   |  3 PagesIntroduction Over time, many have questioned the role of technology in education and instructional teaching because technology in education is a developing field that many researchers are yet to venture into. Since its advent, technology has greatly transformed human life because it has widened the focus within which man operates because of making his efforts easier and attainable. Introducing technology in the education sector has been viewed as a move towards progress because it hasRead MoreRole of Ict in Education790 Words   |  4 PagesRole of ICT in education Nowadays the role of Information and Communication Technology (ICT),especially internet in the education sector plays an important role, especially in the process of empowering the technology into the educational activities. Education sector can be the most effective sector to anticipate and eliminate the negative impact of ICT. Technology (internet) in another side can be the most effective way to increase the student’s knowledge. Being aware of the significant roleRead MoreEducation Assistants Role in Education Essay1556 Words   |  7 PagesSignificant reforms have been made to the education system due to the demands of a fast changing and increasingly competitive global economy. The need to provide quality education that maximizes the potential of every child and raise standards of pupil performance has increased the demand for education assistants and broadened the range of responsibilities they perform. In the past, an education assistant’s role involved preparing materials for the classroom, childcare and pastoral care. HoweverRead MoreRole of education in society3291 Words   |  14 PagesEvaluate the Role of Education in Society. Consider Issue of Gender in Your Response. Also, Consider How Such Factors May Impact on a Person’s Life Chances. Essay: Evaluate the role of education in society. Consider issue of gender in your response. Also, consider how such factors may impact on a person’s life chances. This essay will examine the role of education in society and an analysis of inequality in relation to Gender. It will discuss briefly education and examine the different theoreticalRead MoreRole of Computers in Education2854 Words   |  12 Pages   Role of Computers in Education Computers have changed the way we work, be it any profession. Therefore, it is only but natural the role of computers ineducation has been given a lot of prominence in the recent years. Computers play a vital role in every field. They aid industrial  processes; they find applications in medicine; they are the heart of the software industry; they play a vital role in education. Theuses of computers in education are manifold. Here, we shall discuss the important facetsRead MoreThe Evolving Role of Government in Education965 Words   |  4 PagesRunning head: THE EVOLVING ROLE OF GOVERMRNT IN EDUCATION The Evolving Role of Government in Education Latoya T Bond The Evolving Role of Government in Education Most school age children in the United States receive their education through the public school system. There are several components that must come together in unison in order for the US public schools to operate at maximum potential. Strong arguments can be made as to which of the components are most important. Many peopleRead MoreThe Role of Ict in Education Sector699 Words   |  3 PagesTHE ROLE OF ICT IN EDUCATION SECTOR Nowadays the role of  Information and Communication Technology (ICT), especially internet  in the  education sector plays an important role, especially in the process of  empowering the technology into the educational activities. Education sector can be the most effective sector to anticipate and eliminate the negative impact of ICT. Technology (internet) in another side can be the most effective way to increase the student’s knowledge. Being aware of the significant

Analysis Of The Movie Crash - 1394 Words

CRASH! This was the last sound Tim Horton heard before he crashed into the woods. His drunk body made the violent rolling of the car feel like nothing. His mind still back at the bar, crying for a better life. He wanted this attempt to be painless and quick, but was depressed to see his immaculated body upside down in his turnovered car. The drunk had no more tears to shed, he had no screams to let out; all he could do was hit his head against the seat. He wanted something to break ,but his mind made him sleep. After he woke up he started to look at his surroundings. He was at awe at the serenity of the forest at night and the fauna that are the denizens. He took off the seatbelt which made him fall into the surrounding broken glass†¦show more content†¦Ã¢â‚¬Å" Why are you making that fracas boy? Why bother an old man like that, don’t you know- Why on earth are you bleeding?† the western carped. Before Tim could respond, the old man sighed in anger and disappear ed into the dark innards of his home. He soon appeared with two brown plastic chairs in one hand and in the other he had dirty bandages and a disinfecting spray. â€Å"Sit down, I can treat it.† the man commanded as he placed down the seats. Tim sat down with great haste, wishing for the pain to go away. The old man eventually followed. â€Å"So, tell me why on god’s green earth you have this massive tear in your skin. What, you were playing in the forest?† Asked the elderly person. â€Å" I.. I’m Tim Horton, I accidently drove my car into a ditch near this forest and got this. I went here to find help. Why is your gas station here?† responded Tim. The western stopped treating and then suddenly studied Horton’s face for something, but Horton didn’t know what. â€Å"Well, I’m Mr.Grove. I decided to live in the forest where it is quite, instead with my kindred in the noisy city. I bought the station because it was the cheapest close by. This station is a facade, there is only my bed, bathroom and kitchen in there. I hunt for the food around me and drink the water from the stream near by. Now, I have said the genesis of my life and now you should say yours. What do you do?† asked the oldShow MoreRelatedMovie Analysis : The Movie Crash 1662 Words   |  7 Pagesn eed to know in a short amount of time.When it comes to the textual analysis of it all it all depends on how the script is written not only that but how the script is played out in the film. In the textual analysis of a film you have to really pay attention to the environment during the film. You have to pay attention to the race in the film, the themes throughout the film and the gender roles played in the film. In the movie Crash we see many pairs where they each have their own different points ofRead MoreMovie Analysis : Crash 1055 Words   |  5 Pages1108 23 November 2015 Movie Analysis Although the movie Crash aired in 2004, the movie does a phenomenal job at depicting social conflicts that are still evident in 2015. Crash, also deals with wide range of controversies and offers multiple narratives. And since narrative is always a two-way street, the movie does a great job of showing two perspectives of everything. More specifically, it challenges our ethical and moral beliefs in a sense that many of the scenes in the movie reside in the grey areaRead MoreMovie Analysis : Crash 1362 Words   |  6 Pagescalled â€Å"Crash†, this movie basically talks about racism and the impact it has on the lives of people in Los Angeles. This movie got a good response from the viewers, as it concentrated on some real harsh realities of racism and asked some hard questions which are generally avoided in movies. This movie clearly promotes the a very delicate issue, and hence requires some detailed assessment. I personally feel the movie was good and it portrayed some very common events of racism, I think â€Å"Crash† showsRead MoreMovie Analysis : Crash 1853 Words   |  8 Pages GENRE I RACE IN THE FILM CRASH DEPARTMENT OF FILM AND CREATIVE WRITING INTRODUCTION TO FILM STUDIES B MODULE CODE: 09 24802 STUDENT ID: 1613440 MICHELE AARON UNIVERSITY OF BIRMINGHAM 1. Introduction This paper is a critical analysis of the American film Crash, directed by Paul Haggis which was performed for the first time in 2004. This essay will therefore deal with Gender I and Race, two of the approaches discussed in the subject Introduction to Film Studies B in the secondRead MoreAnalysis Of The Movie Crash 963 Words   |  4 Pagesindividual, for instance the way they perceive others and also the way they perceive themselves. Paul Haggis’s movie â€Å"Crash† conceptualize on this idea and interpret it in an in entirely different way; so that we can see that there are reasons and motives to why our society is separated this type of way. The movie is full of many sociological issues, such as gender, race, and social class. The movie is centralize around racism, and wants to give its own interpretation on racism, the reasons why it happensRead MoreDepth Analysis of the Movie Crash2037 Words   |  7 Pagespaper will provide a broad analysis of the movie Crash, and yet a specific picture of visual narrative techniques and audio techniques. The categories contributing to the nucleus and major movie components are theatrical elements, cinematography, editing, and sound. The Academy Award winning movie Crash is a story about society s controversial subjects projected in an in your face depiction of lives that in some way or another, cross. Depth Analysis of the Movie Crash The over-all theme ofRead MoreMovie Analysis : The Movie Crash1926 Words   |  8 PagesThe Movie Crash takes place in Los Angeles, California in the winter time. Throughout this movie, all of the stories connect in one way or another. This movie shows the lives of a diverse population of people, they have different race and social classes. In one of the first parts of the movie, they show a racist pawn shop owner that refuses to sell a gun to a man, simply because he is speaking to his daughter in another language, he generalizes all people of that race and accuses the man of â€Å"killingRead MoreMovie Analysis : Crash 1606 Words   |  7 Pagesare many movies out there that take a viewpoint form so many angles, this movie Crash does this that. Watching this movie brought about many emotions from my own life but to get a sense of what other people in the world go through when it comes to interacting with other races, the experiences we’ve had with them and also the perspectives we hold inside of us overall. This chapter will look at three scenes form the move crash and break each one of them down to showcase the significance of what individualRead MoreAnalysis Of The Movie Crash Essay1448 Words   |  6 PagesWriting Inquiry  Ã‚   September 29, 2106  Ã‚           Ã‚   Crash Movie Essay  Ã‚   Since the beginning of time, the world has been intolerant of people that are different or stand out. People have an issue accepting others that have contrasting views, values, opinions, beliefs, and even appearances. Whether we like it or not, there is a little bit racism in all of us, although it may not be as evident in one person as it is in another. In the 2004 film,  Crash, race is portrayed as being an abnormality that negativelyRead MoreAnalysis Of The Movie Crash 1174 Words   |  5 Pages Crash, a movie released in 2004, was set during what seemed to be quite a short time after the incident of 9/11. The entirety of this film paints such an emotional and touching portrait of racism within our seemingly modern society. It shows quite a few ethnic stereotypes that many people still will witness today; an older man who must obviously be Muslim because he s from the Middle East, and a Latino gang member who bears an assortment of tattoos and sports a shaved head. The interactions

International Business Case Analysis - 1738 Words

Many U.S. companies are doing business internationally, but many complex situations can arise. Having an understanding of cultural differences in the workplace becomes important, and to understand these differences, people need to know and understand a culture’s ecological correlations, or in other words, the concepts that describe a culture (Brislin, P. 278). In reading the case â€Å"Negotiations – BWA Discovers the Indonesian Way† in Understanding and Managing Diversity, many cultural issues had come into play with the negotiations between the United States and Indonesian firm. Even though Jake Campbell, who is a U.S. project manager for BWA, has experience in managing other projects similar to the size and complexity of the National†¦show more content†¦This is a popular practice in Indonesia which known as â€Å"asal bapak senang (keeping father happy)† (Whitfield, P. 10). Many Asian countries follow Confucian dynamism which the three concepts of this thought are unequal-status relationships lead to a stable society (i.e. father-son), the family is typical of all social organizations and virtue in life consists of working hard, of acquiring useful skills and as much education as possible, of not being a spendthrift, and of persevering when faced with difficult tasks (Brislin, P. 294-295). As we can see in this case, NEC’s culture seems to also follow Confucian dynamism, and in the issue I raised above, we can see the though of unequal-status relationship here. It is also important to note that in Indonesian culture, the office is the only place to discuss business. Jared should have refrained himself from discussing business unless they brought up the subject first (Whitfield, P. 13). Jared called Anwar to discuss what happened at the party. After a week with a few phone calls and an informal meeting between Anwar, Jared the president of the PTF, Abdul Hasan, it was decided that Hasan would present Madjid with the estimate. In a separate meeting, Hasan presented the estimate of $5 million and discussed the reasons for the estimate. Madjid said he was surprised and that NEC could not afford suchShow MoreRelatedCase Analysis : International Business Law4792 Words   |  20 PagesLLM International Business Law LAWS 7100 Advanced Legal Skills End of module assessment: Case analysis Donoghue v Stevenson [1932] AC 562 Written by: David T. Dickson Introduction The purpose of this assignment is to discuss the creation and application the case law resulting from the decision in Donoghue v Stevenson . This decision is often cited in relation to the tort of negligence and a duty of care. As such it could be misunderstood as being the preeminent case for the principlesRead MoreGlobal Business Cultural Analysis Of Japan Essay1627 Words   |  7 Pages Global Business Cultural Analysis: Japan James Hendricks Liberty University  Global Business Cultural Analysis: Japan Technological advancement has made globalization an inevitable factor that businesses of the future will need to consider in order to be successful. Increasingly, companies that have been solely domestic are branching out internationally for a wide variety of reasons, but in the end, it’s all about making profits from previously inaccessible market segments. Read MoreIssues in Global Business1296 Words   |  6 PagesModule Title Issues in Global Business and Strategic Concepts       Module Code 6IM 501      Module Level 6 Credit value 40      Total Number 400 of Learning Hours Key Words Implementation of Global strategy, strategy and the organisation, strategic development, globalisation, international business and the environment, internationalisation.      Module Description There has been a fundamental shiftRead MoreAn Analysis Of Kfc s International Expansion Opportunities Essay1147 Words   |  5 Pages An Analysis Of KFC’s International Expansion Opportunities A Case Study of Ivey School Of Business Analysis By Carson McLaren December 5, 2016 BBB4M-1 Mr James Table of Contents Title Page 2. Table of Contents 3. Problem (Issues) Statement 4. Case Analysis 5. Analysis of Alternatives 6. Recommendations 7. Annotated Case Study Problem Identification Key Decisions Is International expansion the most effective way toRead MoreHp Value Chain Analysis1389 Words   |  6 PagesOffice Hours* Monday Tuesday Wednesday Thursday Friday – 12:00pm – 02:00pm 04:00pm – 05:00pm 12:00pm – 02:00pm – * Other hours: By appointment Course Expectations X Multiple-Choice Exams X Essay Tests X Written Homework X Written Papers/Cases X Internet Assignments X Library Assignments X Oral Presentations X Class Discussion X Make-Up Policy Students with Disabilities Students with Disabilities: Students who have a disability that may require assistance or accommodation, or studentsRead MoreAnalysis of American Airlines Competitors Environment997 Words   |  4 PagesAmerican Airlines Competitors Environment Analysis Name Institutional Affiliation Date: American Airlines Competitors Environment Analysis American airline industry is steadily growing at an extremely strong rate. This growth comes with a number economic and social advantage. This contributes a great deal to the international inventory. The US airline industry is a major economic aspect in both the outcome on other related industries like tourism and manufacturing of aircraft and its own termsRead MoreDifferent Relationships Between Companies, Governments, And Customers Essay1499 Words   |  6 PagesIBUS 6410 Memo 1 From: Alejandro Delgado, Arjun Jolly, Harvinder Saini, Jahanzeb Ali Jafery Class 1 Several transactions occur every day in the international landscape and these are the special focus of the International Business. There are different relationships between companies, governments, and customers that shape the way business are conducted and challenge the strategy when a new market is going to be explored. There are two common activities that Multinational Enterprises MNEs perform: exportsRead MoreEssay about Bombardier Case Study1573 Words   |  7 Pageswhat Bombardier’s future strategy will be within the aerospace industry. 2. External analysis Technological: Due to the competitive nature of the industry, it is important to stay ahead of the pact in term of technology; continuously improving energy efficiency of the carriers. Economic: The industry’s performance is highly tied in with the economy. A weak economy will mean weak sales. Industry analysis: Porter’s five forces model Bombardier Aerospace’s industry would be most clearly definedRead MoreAnalysis: The Benefits and Challenges of Improving Intercultural Communication912 Words   |  4 PagesWashington, Okoro and Thomas (2012) have written an analysis of the benefits and challenges of improving intercultural communication in international business. Their article functions as an overview of some key issues, and is fairly well-researched, but ultimately treads no new ground. The article first outlines the case for improved intercultural communication, noting that business is becoming increasingly globalized. As nations come together, there is the risk that ventures and deals could failRead MoreAssessment of Value Stream Mapping Tools1047 Words   |  4 PagesVan Aken, Letens, 2003). The intent of this analysis is to evaluate the seven types of value stream mapping tools as analyzed by Hones and Rich (1997) in their analysis titled The Seven Value Stream Mapping Tools. Also within the article is a short case analysis of a distributor seeking to minimize waste and performance degradation of the upstream value stream aspects of their business which includes over 60,000 products (Hines, Rich, 1997). Analysis of Value Stream Tools Value stream mapping

Quarks Essay Paper Example For Students

Quarks Essay Paper QuarksQuarks- any group of subatomic particles believed to be among the basiccomponents if matterQuarks are believed to be the fundamental constituents of matter, andhave no apparent structure. They are the particles that make up protons andneutrons, which make up the nucleus of atoms. Also, particles that interact bymeans of the strong force, the force that holds parts of the nucleus together,are explained in terms of quarks. Other baryons are explained in terms ofquarks(1985 Quarks). Quarks have mass and exhibit spin, the type of intrinsic angularmomentum corresponding to rotation around an axis, equal to half the basicquantum mechanical unit of angular momentum, obeying Paulis exclusion principle. This principle that no two particles having half integral spin can exist in thesame quantum state(1985 Quarks). Quarks always occur in combination with other quarks, they never occuralone. Physicists have attempted to knock a single quark free from a groupusing a particle accelerator, but have failed. Mesons contain a quark and anantiquark, up, down, and strange, while baryons contain three quarksdistinguished by flavours. Each has a charge that is a fraction of that of anelectron. Up and down quarks make up protons and neutrons, and can be observedin ordinary matter. Strange quarks can be observed in omega-minus and othershort lived subatomic particles which play on part in ordinary matter(1985Quarks). The interpretation of quarks as physical entities poses two problems. First, sometimes two or three identical quarks have to be in the same quantumstate which, because they have to have half integral spin, violates Paulisexclusion principal. Second, quarks appear to not be able to be separated fromthe particles they make up. Although the force holding the quarks together isstrong it is improbable that it could withstand bombardment from high energy andneutrinions in a particle accelorator(1985 Quarks). Quantum chromodynamics(QCD) ascribes colours red, green, and blue toquarks and minus-red, minus-green, and minus-blue to antiquarks. Combinationsof quarks must contain equal mixtures of colours so that they cancel each otherout. Colour involves the exchange of massless particles, gluons. Gluonstransfer the forces which bind quarks together. Quarks change colour as theyemit and absorb gluons. The exchange of gluons is what maintains the rightquark colour distribution. The forces carried by gluons weaken when they areclose together , at a distance of about 10-13 cm, about the diameter of a proton,quarks behave as if they were free. This is called asymptomatic freedom(1985Quarks). When one draws the quarks apart the force gets stronger, this is indirect contrast with electromagnetic force which gets weaker with the square ofthe distance between the two bodies. Gluons can create other gluons when theymove between quarks. If a quark moves away from a group of others because ithas been hit by a speeding particle, gluons draw from the quarks motion in orderto create more gluons. The larger the number of gluons exchanged the strongerthe binding force. Supplying additional energy to quarks results in conversionof energy to new quarks and antiquarks with which the first quark combines(1985Quarks). After the discovery of bottom and charm it was believed that allquarks occur in pairs. This led to the effort to find top quark. In 1984 thelaboratory of the European Council for Nuclear Research (CERN) in Genevaobtained experimental evidence of tops existence. The discovery of topcompletes the theory of natures basic components, quarks(1985 Quarks). Bibliography(1985) Quarks, Encyclopedia Britanica, Encyclopedia Britanica Inc. USA.

1984 Project Essay

1984 Project Essay 1984 Project Essay Vocabulary Definitions 1. annihilate (verb) - to cause to be of no effect - to destroy the substance or force of - to cause to cease to exist 2. gyrating (verb) - to revolve around a fixed point or axis - to move in spiral or spiral-like course - to oscillate or vary, especially in a repetitious pattern 3. inevitable (adj.) - impossible to avoid or prevent -invariably occurring or appearing; predictable 4. axiom (noun) - a self-evident or universally recognized truth - an established rule, principle or law - a self-evident principle or one that is accepted as true without proof as the basis for argument 5. palpable (adj.) - capable of being handled, touched or felt; tangible -easily perceived; obvios -that can be felt by palpating (medicine) 6. fluctuate (verb) -to vary irregularly - to rise and fall in or as if in waves 7. arbitrary (adj.) -determined by chance, whim or impulse and not by necessity, reason, or principle - based on or subject to individual judgment or preference -established by court or judge rather than by law 8. chivalrous (adj.) -having the qualities of gallantry and honor attributed to an ideal knight -of or relating to chivalry - characterized by consideration and courtesy 9. meritorious (adj.) -deserving reward or praise; having merit 10. treachery (noun) -willful betrayal of fidelity, confidence, or trust - the act or an instance of such betrayal Vocabulary Sentences 1. The hands of the clock are gyrating to show the time. 2. The large amount of homework is inevitable if you are in AP classes. 3. The chief commanded the soldiers to annihilate the enemy's defense so they could pass through. 4. Axioms of common sense shouldn't be questioned. 5. The excitement during the concert was palpable. 6. The fluctuating temperature during the year resulted in warm temperatures in the winter. 7. The winners of the lottery are arbitrary. 8. The chivalrous man did everything he could to rescue the girl. 9. Meritorious actions should be recognized. 10. The treachery made the girl hesitant to trust others. Essay Prompt 1: You may never have considered history to be as important as it appears to be in 1984. Why does the government make efforts to control history in the novel? The government in 1984 tries to control history because if the people in the society didn't know about the past they aren't able to go against the government. This allows the government to control and change the past to what they want it to be. They could get rid of certain information that could reveal what they are actually like and they could also get rid of people that have went against them. An example of this from the book is when Winston had to rewrite the article from Times. He changed the information to what the government or party wanted it to say. He also changed the names and added made up information. He made the guy stated in the article, seem like he was a bad person by going against the government. After he had finished rewriting the

Establish The Structure, Duties And Reponsabilities Of An EHS Committe Coursework

Establish The Structure, Duties And Reponsabilities Of An EHS Committe Coursework Establish The Structure, Duties And Reponsabilities Of An EHS Committe – Coursework Example Introduction Environmental Health and Safety Committees are usually formulated to facilitate the provision safety measures to various environments i.e. in schools, working environments et cetera. The committee is made of a distinct structure that usually suits the needs and specific roles of the Committee. In Abu Dhabi, there is an EHS Committee that is charged with the management of the environmental safety measures of the City. This discussion will entail establishing a similar structure and highlight the roles and responsibilities of this committee.1. The Executive Council2. Environmental Health and Safety Committee3. Competent Authority4. Target Sector5. Regulatory AuthoritiesThe Executive Council: This is the highest authority in Land it is usually managed by governmental departments that sets overall environmental, health and safety laws for various companies and organizations in their respective countries.Environmental, Health and Safety Committee: This is the committees that is charge of formulating EHS rules, proposals, guidelines and provide expert advice. The committee is usually comprised of people with the appropriate knowledge and skills on issues ascribed to Environmental, Health and Safety guidelines.The Competent Authority: This is the qualified team that is also mandated to undertake the management of various environmental health and safety concerns. The Competent Authority may involve stakeholders like Environmental Health Auditors, environmental safety experts, monitoring and evaluation officers et cetera. Other duties that are usually undertaken by the Competent Authority are: Environmental Auditing, environmental quality checks, training on issues ascribed to environmental health and safety Management. Example of the Competent Authority is the Abu Dhabi Environmental Health and Safety Committee.The Target Sector: This is the target area that is usually guided or benefit from the Environmental, Health and Safety Authorities. They include st akeholders like; tourism sector, the health sector, different employment sectors such as non-governmental organizations and governmental organizations. The Target sector may also include learning institutions et cetera.Regulatory Authorities: This is the enforcement body that is charged with the responsibility of ensuring the EHS rules and regulations are implemented to the latter. They involve organs like administrative authorities, support functions as well as advisory organs that are composed of experts in regard to environmental, health and safety issues.Work Cited"2. Environmental Health and Safety Committee." 2. Environmental Health and Safety Committee. N.p., n.d. Web. 3 July 2014.

National Vocational Educational and Training Essay

National Vocational Educational and Training - Essay Example NVET seeks to reconcile the educational training needs f the individual, the employer and the economy in such a way as to increase the competitiveness f organisations and British Industry as a whole, while at the same time ensuring that individuals can develop in ways that will enable them to lead meaningful and satisfying lives. Harrison, R. (1992).cited in Walton, J. (1999) p75. Methods f training and educating employees had been in existence in some form or other since medieval times. In certain industries such as engineering and printing apprenticeships had long been established. Although the education act f 1944 required employers to release young employees to attend 'further education and liberal studies' classes in 'county colleges', it wasn't until the nineteen sixties that national training and learning initiatives came into existence. Reid et al. (2004)Up to this point many organisations were still rigid in structure and ruled by bureaucracy as fathered by Weber, (1947) and followed the principles f Taylor (from Morgan.1997) where workers were deskilled for efficiency and hierarchic managers held a position f superiority and knowledge held by them was never shared as this knowledge was power. The middle years f the twentieth century saw theories from Maslow (1943) who defined a 'hierarchy f needs' for individuals in the work place and McGregor (1960 ) who contrasted management styles and categorised them into 'X and Y' theories, X being akin to Taylor's scientific management principles and his Y theory proposing that managers understood that workers wanted to contribute to the organisations objectives. Work now involved tasks being challenging and meaningful for the worker and the term 'job enrichment ' now existed as stated by Herzber,g et al. (1959). The later part f the century was subject to relentless change. Kolb, (1974, 1984) introduced a theory that managers should be naturally learned 'by experience' and described a four stage sequential process for learning at work without a teacher or trainer. In industry new products and processes emerged, especially regarding information technology and the advent f the internet. Organisations grew in stature and now had mission statements, corporate objectives and medium term plans which would include personnel issues. This era saw organisations introduce systems which were open to their environment and socio-technical systems, Trist (1981) a theory that proposed that a key task for managers was to understand changing relationships between people, tasks, technology and structure. Consultation now existed with the workforce and participation became respectable. Government agencies such as the 'Manpower Services Commission' the 'Training Services Agency' and Youth Training Schemes all

Final plan Essay Example | Topics and Well Written Essays - 1000 words

Final plan - Essay Example Thus the above condition does reflect that the product is quite new to the target population of around 690,850 people in Guatemala. This population is held to largely consist of the elite households in the region that lone account for around 50 percent of the total wealth. Thus from the above data it is quite evident that the target population which is comprised by around 10 percent of the total population of Guatemala has the potential to invest in large amounts for acquiring the product. This calls for rendering a large promotional and advertising campaign to help relate the product effectively with the people falling in the target population. The product being in the introductory stage calls for effective advertising and promotional activities. Advertising and promotional activities thereby are required to get large scale support of considerable investments and must endeavor to project the salient benefits attached to the product. In regards to choosing the media for advertising the product in the region it is understood that the media like radio and television would help support the largest part of the advertising activities (Bryson, 303). The majority of the population in Guatemala has access to radio and television for which such media can be effectively considered for advertising the product to the target market. Again the use of print media also constitutes an integral part for advertising the products for a study reflects that newspapers do contribute in a significant fashion in regards to advertising activities in the region (Fox, 52). The availability and thereby use of internet among the population in Guatemala is highly restricted with only 10.37 percent of the population having access to such. Thus the advertisements can be rendered through slots prepared in regards to radio and television as broadcasting media and full or half pager advertisements rendered in regards to print media

The European Union As A Military Power Politics Essay

The European Union As A Military Power Politics Essay Matter of security in Europe and security of Europe has always been at stake. According to Hanspeter Neuhold security is the preservation or protection of essential values overtime, now and in the future He stresses that no total security is possible, but rather what matters is an effectiveness of protection of values. Systems established in Europe so far are serving to the aim of effectiveness for now and in the future  [2]  . Yet, varying conceptualization of EU as a power can be met in ongoing discussions among scholars and experts. Besides defining EU as a normative and civilian power, in conceptualization of the EUs role in the international arena certain experts also argue that the EU is a military power.  [3]  For instance Hedley Bull referring to the debate on civilian vs. military power dismissed the idea of civilian power, naming it as a contradiction in terms. He argues that the capabilities of powers in the international system are rather defined by their military resources. His vision of the Community is that to become more self-sufficient in defense and security, among other things, it needs to improve its conventional forces.  [4]  However, others believe that although the military capabilities of the EU are increasing, the role of the EU in the international arena can hardly be identified as a military power. The formulation of norms and objectives of a civilian power are accompanied by cooperation in the military area and a step-by-step strengthening of the military (defense) capabilities o f the EU.  [5]  Yet, whether and to what extent the Union will use its military capacities to defend and promote its civilian and normative objectives need to be discussed in the light of the provision of the respective framework and institutions. This paper attempts to add a point of view in the discussion of the definition EU as a military power. It has an aim to look at the development of the EUs military capabilities and their functional purpose in order to present authors standpoint on the issue at stake. The author believes that in order to define the presence of military power in EU one has to analyze the nature of its military capabilities and their applications. It is also believed that up-to-date conceptualization of the term military power has not been well developed by scholars of the field and hence suggests theoretical vagueness in the definition itself. First section of the paper will look at the origins of formation of the EUs military capabilities in order to define the original nature of the EU military capabilities. Second chapter scrutinizes the political path of development of CFSP in the light of formation of the EUs military forces. Going beyond analysis of historical and political developments, third section of the paper tries to define current features of the EU that largely influence the security and defense policies lead and accordingly the use of military forces by the EU. In the conclusion the author proposes a conditional response to the main questions of the paper is EU a military power? Section I Political path of development of European Defense Policy One of the websites providing the viewpoint of scholars and politicians on the EUs role in the world provided that the Union has been called an emerging superpower by many academics. Scholars and academics like T.R. Reid, Andrew Reding, Mark Leonard, Jeremy Rifkin, John McCormick, and some politicians like Romano Prodi and Tony Blair either believe that the EU is, or will become, a superpower in the 21st century. According to David Miliband, UK Secretary of State for Foreign and Commonwealth Affairs, however, the EU is not and never will be a superpower according to David Miliband.  [6]  Lacking a unified foreign policy and with an inability to project military power worldwide, the EU lacks the substance of superpower, who by definition have first of all military reach and possess the capacity to arrive quickly anywhere with troops that can impose their governments will.  [7]   Theoretical conceptualization of the EUs role in the international arena offered by scholars proposes three main dimensions: EU as normative power, EU as civilian power and EU is military power. From the first glance of debates and argument suggested one can assume that EU is largely defined as a normative power the force that is able to promote transformation of norms in the international system. Second popular definition in the debates is EU as civilian power the power that has rather civilian means and economic weight in the international arena and may influence the course of development by this means. This way EU as a military power stands on the third place in row of these three definitions, though it should to be recognized that in the debate of recent years this third definition was placed more often in the centre of discussions. Hedley Bull, Franà §ois Duchà ªne, Kenneth Twitchett, Hanns Maull, Karen Smith and Ian Manners are some of prominent authors involved in this deb ate. Although the end of Cold War was defined by some scholars as the end of hard power politics in international arena and the end of militarization of the international relations, the reality was different. Militarization of the international relations did not stop after the Cold War and the conflicts emerged in post-Soviet world did not reduce in number. The US, Russia, China had the same level of military budget and increased involvement in conflict zones worldwide. First and second Gulf wars, War in Yugoslavia and brutal conflicts in Africa demanded the same level of military capabilities from the international community. So was the reality in terms of militarization in Europe. The continent, that became stronger and survived from self-destruction after the WW II thanks to the economic integration and strengthening of its potential as a civilian power, had another additional focus in its development in post-Cold War period. Since TEU and Maastricht the course of development of defens e and security policies became one of the main priorities. After the war in Yugoslavia that proved inability of Europe to respond to crisis in its territory, this dimension of the EUs potential building was further strengthened. And this is the reason why today scholars question the civilian nature of the EU and bring a notion on military power in the person of the EU. From the perspective of theories of international relations the notions of military power are often defined in the realist and neo-realist accounts that were explaining the world of power politics and post WW II realities. However, as Ian Manners mentioned, traditions of just war and humanitarian intervention may alter these theoretical foundations in the post-Cold War international system. The same way, the notions of military power may need amendments to their conventional frames. In the scope of understanding of EUs role in the international arena we would like to refer for the purpose of this paper to the notion of military power that is given by Ian Manners. He argues that normative power should be differentiated from military power by the extent to which conflict conciliation processes are at work, i.e. whether these are through military actions or through changing the structures of conflict. Empirically, these two approaches can be differentiated in terms of whether conflict i s resolved through longer-term conciliation of the parties (i.e. changing the norm of conflict), or through shorter-term intervention in the conflict (i.e. changing the conflict itself).  [8]  Hence, given the nature of emergence and currents of EU military capabilities, we assume that defining the military power of the EU in terms of application of is military forces in the conflict reconciliation processes is one of possible ways of looking at the EUs nature as a possible military power. For developing this understanding it is crucial to see how EUs military capabilities have been developed and to what end they are aimed to be applied. Today the political cooperation in the framework of the EU is reflected in Common Foreign and Security Policy (CFSP), which covers two main fields of cooperation foreign policy and security. However, the history of political union in Europe brought to formation of CFSP is much broader. To understand the development of CFSP one can divide the path of European political cooperation into two stages: 1. Stage of initial Political Union: European Defense Community and European Political Community; 2. Stage of foundation of CFSP and its functional mechanism 1. Stage of initial Political Union: European Defense Community and European Political Community The history of political unification of the community goes back to 50th, when immediately after initiation of the integration process in the framework of ECCS the idea of establishment of European Defense Community (EDC) came to the agenda (1952). In 1952 the Treaty on EDC was concluded. According to number of authors, most interesting part of the EDC was the consent of states to create European army under the control of supranational organization, which meant reducing of sovereignty and independence of the Community members. According to the Treaty EDC were to be subdivided into homogeneous national units with Community status  [9]  . Nevertheless, the role of NATO in this consideration was not excluded and was thought to have key role in providing security and defense in the continent. Yet, the Treaty failed because of the French parliaments position in 1954. At the same time, this Treaty also entitled the Assembly of ECSC to investigate possibilities for European Political Com munity. Draft treaty for the foundation of European Political Community (EPC) was elaborated, with the invitation of Council of Ministers by Consultative Assembly, after the Luxemburg decision of September 10, 1952.  [10]  EPC, designed in the manner of todays European Union, provided the process of integration with quasi-constitutional basis  [11]  . Art.5 of the Draft Treaty embodying the Statute of the European Community with strict language set that existing institutions shall constitute a single legal entity.  [12]  Being a legal entity means possession of personality. This part of the Statute differentiated EPC from the EU which lacks the legal personality today.  [13]  The community to be established would deepen the process of integration and meant that the founding idea has been reached. Yet, formal achievement of the goal failed again, due to resistance of France. Nonetheless, since then the idea of political integration was reconsidered for several times. Although in 1960 reconsideration by Fouchet Plan was unsuccessful and had no vivid results, in 1970 as the consequence of the suggestions made by Davignon Committee the idea was revived in the form of the institutionalized procedure  [14]  . These suggestions promoted intensification of cooperation in one of the key fields of political integration, namely f oreign affairs. This was the beginning of next stage European Political Cooperation (EPC). Formalization of EPC was realized by signature of Single European Act in 1986 in Luxembourg, art. 30 of which obliges states to inform and consult each other on foreign policy matters.  [15]  This was the first serious step towards the formalization of the EPC. In general, the Single European Act made EPC part of the integration, resulting in revival of political integration in very soft manner and including it at later stages into the Treaty of Maastricht under the title of Common Foreign and Security Policy. This way political cooperation was broadened with security issues and hence majority of decisions were possible in this field as well. To sum up this brief account, we can conclude that that the ancestors of CFSP were EDC, EPC and political cooperation. Two draft Treaties, respectively, on EDC and EPC, contained the part of legal history of CFSP. In the field of legalization a breakthrough took place in July 1987 with Single European Act entering into force. One interesting point in this process is that EDC was talking about the army and putting the Treaty itself under the jurisdiction of ECJ. Yet, it could not be done 40 years later by CFSP. Section II CFSP ERRF a new phase towards political union or a path of being a military power? 2. Stage of foundation of CFSP and its functional mechanism Second phase started with making special emphasis on foreign policy development and closer cooperation in this field during the Maastricht Treaty negotiations. Consequently, in the Treaty of European Union (TEU) the CFSP was included as the second pillar of the EU. TEU called for member states to consult on any matter of foreign and security policy of general interest in order to determine a common approach and provided that Member states shall ensure, through the convergence of their actions, that the Union is able to assert its interests and values on the international scene.  [16]  Moreover, the Maastricht Treaty made provisions for using the Western European Union (WEU) as the military arm of the EUs new Common Foreign and Security Policy (CFSP), and declared that the CFSP would include the eventual framing of a common defence policy, which might in time lead to a common defense (Article J.4.1).  [17]  However, after the inclusion of CFSP into the TEU for some time there was a period of silence and no actions in practice were taken, though Europe was witnessing conflicts in its territories and its neighborhood. The main message was that the CFSP was established to address the issues of security on the whole continent. Yet, in the period of silence the general goals set in Petersberg in 1992 were not much realized in practice. During the time from 1992 to 1998 the whole process was characterized with inaction. Then the central question of debates suggested that though the name given to it was common security and foreign policy, the issue causing problems was defense. But, in this light there was and still is an existing guarantor of defense in Europe NATO. Article 24 (ex article 11 of TEU) of the consolidated version of TEU addressing defense implications of CFSP mentions that CFSP shall include the progressive framing of defense policy, which might led to common defense.  [18]  . Yet the TEU in another paragraph provides that the policy of the Union in accordance with this Article shall not prejudice the specific character of the security and defense policy of certain Member States and shall respect the obligations of certain Member States, which see their common defense realized in the North Atlantic Treaty Organization (NATO), under the North Atlantic Treaty and be compatible with the common security and defense policy established within that framework.  [19]  This paragraph of the TEU illustrates that the document recognizes and to the extent states priority of NATO over CFSP in providing defense and security in Europe. Nonetheless, it was believed that to defend Europe through CFSP required formation of military forces. At the same time, although (1) humanitarian and rescue tasks; (2) peacekeeping tasks; (3) tasks of combat forces in crisis management, including peacemaking were defined as the tasks for military troops by Petersberg Tasks  [20]  , TEU did not have a specific provision on formation of possible armed forces of the Union. Hence, the only instrument was summits of heads of states that could be concluded with decisive and concrete declaration on this matter and so provide steps forward in this direction. In the result of lengthy debates on granting Europe autonomy in the military and defense matters, in 1998 heads of states of Britain and France met in St-Malo. This summit can be outlined as one of those that played a decisive role in drawing the principles of future activities under Title V of TEU. As the result of the British-French Summit, well known St-Malo declaration was adopted. This declaration recognized .the capacity of autonomous action, backed up by credible military forces and stated that military forces should be supported by a strong and competitive European defense industry and technology.  [21]  But this proposed autonomy was rather restricted by the power of NATO. Declaration also provided: Europe can make its voice heard in world affairs, while acting in conformity with our respective obligations in NATO   [22]  This became another statement providing that NATO would have priority in maintaining security and leading defense policy in the continent. On the other hand, circumstantial factors have been significantly influencing the path of development of the EUs own military capabilities. Particularly the war in Yugoslavia became one of the key influencing factors. After the so called humanitarian intervention was realized in Yugoslavia by NATO forces, Europe, facing its own inability to take action for conflict prevention in its territory, started elaborations on possible implementation of Petersberg tasks and particularly principles of St-Malo Declaration. We may assume that in this elaborations NATO was perceived by the EU as a competitor, although its role in providing European security has been central for more then 50 years. Nonetheless, it was definitive that CSFP could not take the place of NATO in the matters on its competence. One of the first steps forward in this path was Cologne Summit in June of 1999. Cologne European Council in its Declaration on strengthening the common European policy on security and defense decided that to this end, the Union must have the capacity for autonomous action, backed up by credible military forces, the means to decide to use them, and a readiness to do so, in order to respond to international crises.  [23]  Moreover, decision of the Summit gave a mandate to European Council to strengthen the CFSP. In its Declaration on strengthening the common European policy on security and defense, the Cologne European Council agreed to transfer from Western European Union (WEU) to the European Union (EU) the responsibility of decision-making and the capacity for action in the area of the Petersberg tasks.  [24]  Underlying the need for military forces, Cologne Declaration also identified main features of future activities as deployability, sustainability, interoperability, fle xibility and mobility  [25]  . Yet two aspects of the overall message of the Declaration were particularly significant for the issue of our discussion. Firstly, it did not necessarily specify military forces as a common army of the Union as it is conventionally understood. Secondly, it determined that the Atlantic Alliance remains as a foundation of the collective defense of its members, thus excluding determination of NATO as a foundation of collective defense of Europe. By this point the EU has shaped its attitude to NATO in terms of using its military capabilities, declaring that communities defense is not provided by NATO, which ensures rather defense of its members. Cologne in the result became one of the key EU council meetings that according to Bono Giovanno was an expression of desire of the EU to develop military and civilian capabilities to project its power regionally and globally, potentially autonomous from NATO  [26]  . Next important shaping Summit was the Helsinki Council of 10-11 December 1999. By its declaration the Helsinki Council agreed that the objective for the Union was to have an autonomous capacity to take decisions, and where NATO as a whole is not engaged to launch EU-led military operations in response to international crisis.  [27]  It introduced Political and Security Committee as an institution. Moreover, it created Military Committee as a supporting unit for Political and Security Council. Also it was in Helsinki that the post of High Representative for CFSP had been introduced. Furthermore, if in St-Malo and Cologne the intention of capable military forces were resolved with final documents, Helsinki meeting drew schema for the military forces including contingent, size and minimum period of sustainability naming it European Rapid Reaction Forces.  [28]  Generally, it was concluded that the formation of forces will need to be accomplished in 2003. This way, Cologne and He lsinki Conclusions laid first stones to the foundation of ESDP and to the formation of European Military Forces. Yet, although commitment on establishment of ERRF and ESDP was clearly made in the results of St-Malo, Cologne and Helsinki, the autonomy of the EU military capability could not be fully established. Already in one of the next meetings in Feira in June 2000 it was again declared that Council should establish a framework of cooperation with NATO. Feira Declaration mentioned that, Council has identified the principles on the basis which consultation and cooperation with NATO should be developed  [29]  . This was certainly connected to the fact that EU members had already military commitments as NATO members with the organization that is supposed to provide European defense. However, in general, the processes outlined above through the row of summits illustrate that EU was determined to take measures for implementation of Petersberg tasks and to form the autonomous military forces to respond to emergency and crisis situations in its territory and neighborhood. So, at later stages in the framework of Capabilities Commitment Conference (CCC) the EU identified details of functional mechanism of its military forces, where the clear picture of ERRF had been drawn. On 20-21 November at CCC in Brussels, states agreed to 100 000 persons and approximately 400 combat aircraft and 100 vessels, though the question was still whether this was a real army of the Union.  [30]   Interestingly enough answer to this question was given in European Council in Nice in December 2000. Declaration of this meeting declared that the European Union will be able to carry out the full range of Petersberg tasks which does not involve the establishment of European army.  [31]  Thus, it was announced that the EU military forces are not an army, but rather an ad hoc forces that are aimed to address concrete missions and respond to crisis situations. Firstly ad hoc forces were established and brought in action in 2003, when NATO forces were replaced by ERRF in Macedonia, which became the first military deployment of EU forces.  [32]   Further development in establishment of EU military forces was formation of Battle Groups based on the adopted headline goals 2010 in 2004. The decision taken created the EU Battle Groups whose duty was to provide rapid reaction in emergency situations within 5 days and to complete missions of at least 30 days with a maximum number of 1,500 men.  [33]  It is argued that the need is defined by Unions willingness to lead more than one crisis management operation simultaneously. In the result Battle Groups became an additional part of the EU military forces, but did not still transfer the EU military capabilities into EUs army. Nonetheless, following the establishment of ERRF and Battle groups the ESDP missions deployed after 2004 became illustration of the EUs ability to accommodate the goals defined in the TEU (under Petersberg Tasks) and take quick actions in response to emergency situation in the high military level. As former EU HR for the Common Security and Foreign Policy Javier Solana underlined in one of his remarks by above-mentioned actions the EU has proved the credibility of its military capability on the ground in Africa, in Congo and Chad and now is proving it everyday in the difficult waters off Somalia.  [34]   Thus, we can assume that, all in all crisis management operations, originally described as one of the areas covered by the Petersberg Tasks, have been identified in the result of dynamic and stable cooperation since 1998 as the area in which the EU military forces found their main occupation and effective usage. Originally described in Amsterdam Treaty in 1997, crisis management mandate was confirmed in the Treaty of Nice (2000), elaborated later in rather wider detail in the European Strategy Security (ESS) in 2003 and, finally, recognized in the Lisbon Treaty (2007).  [35]   Two general conclusions can be drawn based on the above outlined process of formation of the EUs military capabilities. Firstly, formation of EU CFSP and its own military forces (ERRF and Battle Groups) have been successful due to stable and structured cooperation intensified in 1998 that, at the same time, have had influence of certain circumstantial factors triggered by the realities of post-Cold War international system. Secondly, in the process of establishment of EU military capabilities NATO has still been viewed as a strong competitor that made the Union to form its own potential taking always into account the presence of already existing military alliance. This way, the process of formation of EUs military capabilities has been accompanied by certain institutional and political restrictions that have shaped the CFSP and its up-to-date functional mechanism (ESDP). Section III Purpose, unanimity and global dimension of the EU security policies If the above brought paragraphs demonstrate that in the result of stabile and structure cooperation the path towards strengthening political union ended in the direction of establishing own military forces of the Union, thus making the EU stronger in terms of common policy in security and defense dimensions, the question that occurs is whether this development sufficient for defining the EU as a military power. There is no doubt that the emergence of ERRF as a functional mechanism of EU common security and defense policy significantly extended the political competence of the EU as a Union of states. Yet it could not provide the EU with full capacity of being unitary actor in terms of its defense policy and military capacities. Several aspects deserve particular attention in developing further discussion about the role of military capabilities of the EU in the conceptualization of the Union as military power. Firstly, the purpose of established military forces, namely ERRF should be scrutinized in order to define the EUs competence as an actor both internal and external, as in theoretical terms military power is and instrument for internal and external policies. European Security Strategy identifies the general reason for establishment of ERRF and Battle groups. It declares: Our traditional concept of self- defense up to and including the Cold War was based on the threat of invasion. With the new threats, the first line of defense will often be abroad. The new threats are dynamic.  [36]  Furthermore, the field of application of ERRF and Battle Groups was defined in the framework of Petersberg Tasks that include humanitarian and rescue tasks, peacekeeping and combat forces in crisis management. Moreover, if we look at the overview of ESDP missions we can see that objectives of the military forces are formed on a case by case basis depending on an operations and missions abroad. For i nstance, the EU military missions (apart from civilian ESDP missions) have largely peace-enforcement and peacekeeping mandates and are used most of the time as an instrument of quick response to humanitarian emergencies. Majority of missions in Africa for instance aimed at peace building and peace enforcement by use of military capabilities of the EU. Secondly, the EU in becoming power and launching missions depends on member-states willingness and policy priorities. It has been not once mentioned by various authors that CFSP and defense policy has a distinctive feature in comparison to Unions policies in economic and social field that have greater unanimity. It is largely argued that another fact that, for now, impedes the effectiveness of the CFSP is the unwillingness of the me

All City Choir :: essays research papers

What do you think about when you think of singing? Do you think about the latest rock or pop craze? Or do you think about some opera singer on stage? For me, when I think about singing, I think about All City Choir.   Ã‚  Ã‚  Ã‚  Ã‚  All City Choir is a try-out choir made up of about 60 kids in grades four through eight who’ve come together to sing. We also have three awesome conductors Wendy Gee, Wendy Masciotra (or who we call Mrs. M), and Eva Bettger and we sing from September through April in our two seasons: Christmas Season and Spring Season.   Ã‚  Ã‚  Ã‚  Ã‚  In All City Choir, we also learn how to sing properly in many different ways. The first thing you learn is how to breath properly. We’re not allowed to breath like this (with your shoulders), but naturally like this (with your stomach). This is what my conductors call â€Å"tummy power†. One of the warm ups the choir conductors make us do are these huge sighs that start from the top of your voice and go down to the bottom of your voice to warm up our vocal chords and get us to breath properly.   Ã‚  Ã‚  Ã‚  Ã‚  Another technique we have to learn in choir practice is we learn now to pronounce vowels and consonants correctly. An example of that would be pronouncing out â€Å"D†s as light â€Å"T†s. We also have to keep our mouth round and you cannot smile while you’re singing or else it ruins the effect of the vowels. One thing we always always must do is to pronounce the consonants loudly. What our conductors always make us do to help us remember this is to say â€Å"We LoVe ouR CoNSoNaNTS!†.   Ã‚  Ã‚  Ã‚  Ã‚  The last, but probably one of the most important things we have to do when we sing, is to listen to each other and to sing with the mood of the music. If it is a soft song we are singing, then we can’t sing loudly in the piece, and if it is a song requiring a lot of energy, we have to be enthusiastic.   Ã‚  Ã‚  Ã‚  Ã‚  One piece we sang this year was called â€Å"Reflections of a Lad at Sea†. Our conductor for the last movement (Mrs. Gee) was always nagging us to add more energy into the song. The last movement was called â€Å"Ghost Ship† which was a story about a ghost ship a sailor had seen one night.

Consumer Behaviour Audit

CONSUMER BEHAVIOR AUDIT The Consumer Behavior Audit is divided into the following sections: MARKET SEGMENTATION A. External Influences B. Internal Influences C. Situational Influences D. Decision-Process Influences PRODUCT POSITION A. Internal Influences B. Decision-Process Influences PRICING A. External Influences B. Internal Influences C. Situational Influences D. Decision-Process Factors DISTRIBUTION STRATEGY A. External Influences B. Internal Influences C. Situational Influences D. Decision-Process Factors PROMOTIONAL STRATEGY A. External Factors B. Internal Factors C. Situational Influences D. Decision-Process Influences PRODUCT A. External Influences B. Internal Influences C. Situational Influences D. Decision-Process Influences CUSTOMER SATISFACTION AND COMMITMENT MARKET SEGMENTATION As mentioned by Silvia Rico, the market segment consists of single women with children, ages 25-44, who live in the same geographical area in Brownsville and shop at Lopez Supermarket. A. External influences Are there cultures or subcultures whose value system is particularly consistent (or inconsistent) with the consumption of our product? The value system for the subculture (Mexican-Americans) is for the most part consistent with the consumption of Lopez Supermarket since they all share the traditions and beliefs, Hispanic race, Spanish language, and nationality background. Average family size for this segment is of 3. 5, and spends 15 to 20 percent more of disposable income on groceries than the national average. They view their family and friends as an important part of their life, and value their opinions when making decisions such as where to shop for groceries. Customers of Lopez are generally those living close to the store. In general they are low-income Mexican/Hispanics with limited resources, strong values, high ties to family and tradition and the majority practice the Catholic religion. Is our product appropriate for male or female consumption? Will ongoing gender-role changes affect who consumes our product or how it is consumed? Lopez Supermarket is appropriate for both male and female consumption. Even though, according to the Census Bureau, 17. 4% of households are made up of female householder, and 45. 8% without husband presence and with children, products sold at Lopez can be bought by either male or female. The ongoing gender-role (assuming that is from the same culture and subculture) would not change as to who buys at Lopez, but it could affect how it is consumed. Meaning, men, just as women, shop at Lopez, but men would not shop as much or buy the same products as women. Do ethnic, social, regional, or religious subcultures have different consumption patterns relevant to our product? Ethnic and social subculture, for the most part, might have a different consumption patterns. Some might like to go to Lopez to make use of their rebate coupons they offer. Some might shop on a daily basis, while others might shop once a week. It all depends on the amount of income and time they have to make their shopping. For the most part, Lopez is directed to a Mexican-American region culture. If Lopez were to locate somewhere where Mexican-American population is very low, Lopez’ current environment might not be as appreciated due a difference in values and believes other segments might have. Do various demographic or social-strata groups (age, gender, urban/suburban/rural, occupation, income, education) differ in their consumption of our product? Mexican-American is one of the fastest growing ethnic groups in the U. S. (in Brownsville, they totaled 103. 297). Geography is an advantage for Lopez, since stores are located on the border of U. S. and Mexico. Demographic and social-strata groups (age, gender, urban/suburban/rural, occupation, income, education) might have different motive for shopping at Lopez Supermarket. For example, in an age group, kids might go to buy candy or they could be sent by their mothers to buy immediate products (tortillas, milk, soda) that they might need at home. Meanwhile adults might go to buy groceries in high amounts and items such as beer and cigarettes. Other segments might not buy their groceries at Lopez, but they might go for the â€Å"fresh meat† or â€Å"barbacoa† they sell. Geographically, if Lopez is not close by, consumer might look for alternatives and buy groceries either at a gas station or at another grocery store. Is our product particularly appropriate for consumers with relatively high (or low) incomes compared to others in their occupational group (ROCI)? Based on Silvia Rico’s report, class structure for this segment is Lower-Middle who strives to become part of the Upper Class. This segment view food as an abundance of wealth, so they usually give food gifts. They have many status symbols, such as jewelry, new car, home decor, etc. In their leisure time the go to the beach, and spend time with family. High income might prefer an alternative. Can our product be particularly appropriate for specific roles, such as students or professional women? In general, anyone can shop at Lopez, but it is most appropriate for district level, low-middle income consumers whose role are of a household provider. If customers are playing the role of a professional businessperson, for example, they definitely will not find items they might need (suitcases, high quality pens, etc. , since Lopez is meant for groceries. A student, might find pen, paper, pencil, and notebooks, but in very small amounts, and a higher price than specialized stores. Would it be useful to focus on specific adopter categories? Not necessarily. Focusing on specific adopter categories (The ranking into which adopters of a new product fall according to their willingness and speed to embr ace a new product; adopter categories are normally listed as innovators, early adopters, early majority, late majority and laggards) will not help much, since Lopez sells products people are already familiar with. An alternative would be to subgroup the current marketing segment even further (such those women who work and those who don’t) in order to target them better, since this subgroups share similar purchasing behaviors. This group of single young women with children can be subdivided based on the people that live with them (alone with own children, and with extended family), their number of working hours (part-time, and full-time), and based on their children’s age (under 6 yrs. , and from 6 to 17 yrs. ). Targeting per segment Women living alone with their own children: This sub-segment is influenced greatly by their children, they may go to shop at Lopez because their children had great experiences from the store. Children are a strong influence that guides these women to shop there, but also they also have influence in the products they buy. This segment may spend great part of their income in shopping products their children like, depending on their age. Small children may influence them to buy candies, and products that contain attractive animations. Older children may influence their overall product selection based on their tastes and preferences. These children may also influence their mothers to buy high quality, and name branded products. Women living with extended family: These women are more likely to be influenced by their relatives living with them, specially the older ones that are thought to be the wisest ones. This segment tries to comply with society, and with their own family. They want to be approved by others, and make their purchases according to the way others expected them to act. They choose Lopez as their store for their food supplies, because it is the family tradition store. They are high self-monitoring, since these women tend to evaluate products consumed in public in terms of the impressions they make on others. They may also cash their checks, and pay some bills at Lopez, because that is the family tradition way to do this activity. Another reason for them to cash their checks is because they are low-Income and usually they do not have a bank account, because they tend to save the money that is left (if any) in their houses. They learned these activities from their parents or relatives living with them. Women living with extended family and not working: This segment relies on the extended family (or federal aid such as food stamps) for financial support. They might be the ones purchasing immediate items for their children (such as cereal, milk, cookies) but leave the large purchase decisions to a secondary person. This segment has more time to shop and look around, and does not go to Lopez alone. They usually go at least twice a week (if not more) with their kids, and the extended family member with the purchase decision in the household. They rely on their family and friends for their immediate purchase decision, and try to save as money as much as possible since they don’t have sufficient income. Women working full-time: This sub-segment is very busy, they value their time, and buy at Lopez because of the store location, the relative small store size (comparing it with HEB, and El Globo), and because they are very familiar with the store, and they cash their checks at Lopez when they go shopping in order to save time. These women know where are products located within the store, they know products prices, people working there, and people shopping there. Women within this segment, go to Lopez once a week, or once every two weeks, depending on the way they get paid. They will usually go to the store on weekends, especially on Friday because is when they may cash their wage checks. On weekends they can buy groceries for all the week, since buying food supplies is a priority for them, and whatever money is left, they will spend it in clothes or save it. This segment usually goes to shop alone, and make their purchases according their own opinion, and neither relatives nor children influence their consumer behavior. These women are very important for Lopez because these women buy high-volume when they go to Lopez. They buy huge quantities because they do not have time to go other day in the week. Their purchases may not be well planned, they may buy their necessary products, and other products with discounts. Products strategic point-of-display is very important to influence this segment to buy. Women working part-time: This women have more time to analyze and plan their shopping, they may look more detailed the products they will buy. They may go to Lopez at an average rate of three times per week. Since they earn less money than full-timers, they will buy products at discount, and are well informed of the products that are going to be on sale any specific day. These women are very familiar with the store, and usually they have great relationships with store employees, and seek for their advice when making their purchases. This segment go to shop with their children, or other relatives, so their purchases are influenced by the people that go with them. They shop at Lopez because it is the store for groceries they know best, and because their relatives advice them to. They are more likely to be influenced by advertising (specially coupons), than full-timers, since they have more time to read adds, look for coupons, cut and use them. Women with children under 6 years old: This group of women with children under 6 years old, represents 8. 6% of the female householder with no husband present, according to the U. S. Census Bureau (Census 2000) of Cameron County. This segment in heavily influenced by their children preferences. They will look for products that will be accepted and that will cause a positive attitude in their children. Children are a strong influence that guides their consumer behavior; thus influencing the type of products they buy. This segment may spend great part of their income in children-related products, such as candies, chocolates, cereals with cartoon animations, products that include small toys and others that are attractive to children. Mothers will usually go to Lopez accompanied by their children, because children make pressure to go with them. Children under 6 years old like to be with their mothers, and enjoy going to shop with them. These children influence mothers to buy seasonal products, especially adornments to their houses, and also food that include seasonal animation in its package. This segment may end up buying unexpected items, and spending more money than planned because of their children influence. Women with children from 6 to 17 years old: These children have strong influence in product brand selection. This group represents 35. 3% of the female householder with no husband present, according to the U. S. Census Bureau (Census 2000) of Cameron County. They may influence their mothers to buy the brands that are most common, and are preferred by their friends. These children may not go to shop with their mothers, since they are at an age where they like to be seen as independent individuals. They do not participate actively in the purchase itself; they just influence their mothers to buy what they said. Mothers seek the approval of their children, so their purchases may be strongly influenced by their children. This segment wants to create a positive attitude towards the products they buy. These women are willing to buy more expensive items to satisfy their children’s preferences. They are willing to buy more products at a higher price, and sacrifice other goods, as possible to comply with children’s desires. For this segment, their children are seen as young adults with valuable opinion about products. Since many of this children go to school, and are the most knowledgeable and educated in the family, their judgment about certain products are taken as valid, and may cause changes in the products bought. Do groups in different stages of the household life cycle have different consumption patterns for our product? Who in the household is involved in the purchase process? In this case, single women might just buy the basic items (milk, cereal, eggs). If they live with their parents, their parents might be the ones doing the groceries. Younger kids might also play a role, meaning they might be the ones asking what type of products to buy at Lopez (specific brand of cereal or soft drink). B. Internal influences Can our product satisfy different needs or motives in different people? What needs are involved? What characterizes individuals with differing motives? Yes. Customers might go to buy groceries, and at the same time take advantage of paying their bills, cashing a check, or sending mail. Those who go on a daily basis might also want to know what kinds of savings they might find. Kids might want to go to buy candy. Others might need to buy food for a birthday party, or to get ready for Friday’s barbeque. Is our product uniquely suited for particular personality types? Self-concepts? Lopez is focused more for the lower-middle income people. This means that people who have relatives and shop at Lopez might do so as well just to not feel left out, as mentioned by Silvia. High-income people might not shop there simply because they might want to be compared or identified with the low-middle income people (of course there are exceptions but this goes for the majority of the high-income class. ) For the most part, Lopez is directed toward a Mexican-American environment and to the other segments that accept this. What emotions, if any, are affected by the purchase and/or consumption of this product? Realizing that they are known and treated on a friendly matter influence them to go to Lopez. Also having family, neighbors, or friends who might work or go there, might affect this as well. Is our product appropriate for one or more distinct lifestyles? For the most part, is for those who prefer to go to Lopez for convenience and to save money. Young single Mexican-American mothers might go there because their concern is their family and their heritage traditions. Other with a different lifestyle (those who might like to spend a lot of money, for example) might not consider Lopez as an option. As Silvia Rico mentioned, self-monitoring is also affected here because their choices are influenced by their estimates of how Lopez is perceived by their family and friends. If a person was told that shopping at Lopez is only for the poor, then that person might be embarrassed to go or be seen there. A birth of a child or departure of an older one, may affect the lifestyle of the consumer and they way they buy. For the birth of a child, they might need to buy baby products, while for the departure of a child, they might consume less. Do different groups have different attitudes about an ideal version of our product? Yes. Some might prefer a â€Å"nice looking and cleaner† store. Others might compare Lopez to H. E. B. and might perceive Lopez as a small, local store compared to H. E. B. Others might not want to shop at Lopez because of the smell (meat) it emits. There are also those who believe that Lopez is fine the way it is. C. Situational influences Can our product be appropriate for specific types of situations instead of (or in addition to) specific types of people? Yes. In case of an emergency (a hurricane, for example), people might go to Lopez to buy items such as candles, flashlights, can food, batteries, or anything else they might need. A family birthday party or special celebration might require buying the meat and even decorations such as balloons. Barbeque on Friday, as Silvia pointed out, is another example. D. Decision-process influences Do different individuals use different evaluative criteria in selecting the product? Yes. Family could influence some individuals (worrying about what their family might think of them if they were to shop at another store). Others might select distance or convenience as a way to measure going to Lopez (how far it takes to go to Lopez compared to going to a gas station). Do potential customers differ in their loyalty to existing products/brands? Some of the products sold at Lopez might not be sold at other stores and vice-versa. (Hill Country products are only sold at H. E. B. ). Some products are well known to them since they are the products their parents and grandparents used. Others might not be as loyal to the brands as they are to the store itself.

Factors That Influence Fashion Decisions Essay - 1995 Words

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